초록 열기/닫기 버튼
This action research aims to examine how an elementary English teacher planned, implemented, and improved English writing lessons by using wordless picture books. It also investigates the effects of the writing lessons on the students’ writing abilities and attitudes toward writing. Five wordless picture books were used in 15 regular English classes for 25 sixth grade elementary students for 16 weeks. The data include students’ pre- and post- tests in writing, pre- and post-surveys about their attitudes toward writing, students’ writings for each picture book, background information surveys, surveys after lessons using each picture book, interviews with students, student logs, and teacher logs. The results are as follows: First, the teacher’s ways of using the books improved as she began to use different group arrangements according to the writing stage, various writing activities, step-by-step questions about the pictures, and diverse writing materials and methods to develop students’ writing accuracy and fluency. Second, English lessons using wordless picture books had a positive effect on students’ English writing abilities and their interest and confidence in English writing. The results imply that writing lessons using wordless picture books can be enhanced through action research by considering students’ cognitive and affective aspects of learning. Important implications regarding teaching and researching writing using wordless picture books are discussed.
키워드열기/닫기 버튼
elementary English, wordless picture book, action research, English writing ability, attitude toward English writing
